introduction
Financing Technology in Education
One of the greatest challenges in ICT use in education is balancing educational goals with economic realities. And while US schools may feel underfunded of lacking in supplies and support, this problem is felt most acutely in developing nations. ICTs in education programs require large capital investments and developing countries need to be prudent in making decisions about what models of ICT use will be introduced and to be conscious of maintaining economies of scale. Ultimately it is an issue of whether the value added of ICT use offsets the cost, relative to the cost of alternatives. Put another way, is ICT-based learning the most effective strategy for achieving the desired educational goals, and if so what is the modality and scale of implementation that can be supported given existing financial, human and other resources?
The following are potential sources of money and resources for ICT use programs:
- Grants
- Public subsidies
- Private donations, fund-raising events
- In-kind support (e.g., equipment, volunteers)
- Community support (e.g. rent-free building)
- Membership fees
- Revenues earned from core business:
- Connectivity (phone, fax, Internet,web pages)
- Direct computer access to users
- Office services (photocopying, scanning, audiovisual aids
- Revenues earned from ancillary activities:
- Business services (word-processing, spreadsheets, budget preparation, printing, reception services)
- Educational services (distant education, training courses)
- Community services (meeting rooms, social events, local information, remittances from migrant workers)
- Telework and consulting
- Specialized activities (telemedicine)
- Sales (stationary, stamps, refreshments, etc.)